effective teacher
DESCRIPTION
TRANSCRIPT
Integrating new technologies to empower learning and transform leadership
RBS VisionAlive and Well?
Building Teacher Effectiveness
Workshop Outline
• To Begin - Thinking Big Picture Asking the WHY question - What’s it all about?
• The RBS Vision Where are we at 4 years on?
• Outcomes for Students
• Developing Teaching Effectiveness
There are no easy answers to future problems.
Art Costa
One of the core functions of 21st century education is
learning to learn in preparation for a lifetime of change.
David Miliband, 2003
The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn.Sir Richard Livingstone, 1941
Thinking Big Picture for a moment
Imagine the learners world like this
I
WE
IT
I – learner sits at the centre
We – situated in a community
It– has lots of knowledge, understandings and concepts to explore
So What – to make a difference
SO WHAT
What about the Key Competencies
I
WE
IT
I – Managing self
We – relating to othersParticipating and contributing
It– Using symbols, language and texts Thinking
So What – applying key competencies meaningfully
SO WHAT
Our Vision?
• I,We, It - Where it fits?
“If you want to build a ship, don't drum up people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea” Antoine de Saint-Exupery
Creating a Shared Purpose
• Generating a collective direction/shared purpose/vision
• Ensuring all the voices are heard - Building team• Importance of process - Short term wins, Make it stick, weave it into
culture (Kotter), being caught in the whirl pool current
Being Strategic
Big Picture - Where to start?
Unpacked LLL Embed/Abandon
Vision
What does the teaching practice look like?
05
05
Strategic direction
Student profile clarity
Using images/metaphors
Collective
AFL Context PL lead teachers
Student Empowerment 07
Power of student voice
Numeracy PD06
08Unpacked
Community
Split screen thinking
Creating a shared language
09 PL school wide focus
Change influences
Change fundamentals
Our steps
Ahas
Audience Specific
Cross CurricularGoing deep
Aligning Practice with Belief
Change Corner stones
Vision - Collective direction and purpose
Student Profile- What will the student leave the school being able to do as a result of the vision principles
Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
Student Outcomes
Our Powerful Learning Process
• Shared language• Thinking Embedded• Kid friendly• Not Linear• Cross Curricular• More than Inquiry
Life Long Learning
Developing Community
• Vertical groupings• Values• Wave Riders approach
Learning Foundations
• Achievement – high expectations
• Progressions• How am I going?
Where am I going?Where to next?
Student Profile
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
Teacher Effectiveness Where does it sit in the top 100 - Hattie’s Research
• Confirms the importance of the teacher • The effect size is significant > .4
Teacher Clarity .75Teacher feedback .73Teacher student relationships .72Providing formative evaluation .90Direct instruction .59
Teacher Effectiveness
• What are your beliefs about effective teaching?• What makes a great teacher a great teacher?• What do great teachers do?
Reflect for a moment on these questions and jot down some key words or ideas.
Teaching - What is it?
• You have 25 words only to define the act of effective teaching
Effective Teaching is …
Let’s Share
Everyone has a narrative that shapes their practice
www.wordle.net
Pedagogy should at its best be about what teachers do that not only helps
students to learn but actively strengthens their capacity
to learnDavid Hargreaves, 2004
The power of student voiceHow often do we truly demonstrate ourselves
as learners to students?
What do our kids think?
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
Imagine the teachers world like this …
Thinking about what one should cling onto?
Teaching Parts
I
WE
IT
Developing self
Building relationships/ relating to and with students, parents, colleagues
Developing strategies, skills,knowledge and understandings to teach effectively
Transformational teaching in action SO WHAT
I
Developing Self ‘I’
Building self awarenessWhat are my preferences, strengths, weaknesses,
What do I need to work harder at? What do I do that gets up other peoples noses?Finding your value add What makes me tick?, Spins my wheels?What do I lose time doing?
I
Developing Self ‘I’Being a Role ModelManaging your own wellbeing, work/life balanceHow do you portray yourself to your students - are you a learner?Being congruent in what you say and do.Open to feedback and learningWhat do people think of me?, Asking yourself Why would I want to be taught by you?How do you actively seek this feedback?Where do I need to self improve?
Developing ‘We’
Actively builds RelationshipsGetting to know students you don’t know so wellTaking time to build relationship with all stake holders - parents, colleagues, studentsDeveloping Emotional intelligenceBuilding an awareness of how others might be feeling.Valuing and seeking out difference
I
WE
Developing ‘We’
Developing CultureTalk about the hard to talk about stuffSurface ‘How things are done around here’ especially the unspoken rulesSurfacing the Norms How do we show respect to one another? “Go to the Source’“Room to Grow”
I
WE
Developing ‘It’Being StrategicKnowing where you are and what next?
Prioritising - Knowing what to Embed and Abandon Being aware of Future TrendsBeing open to future predictionsGrowing teacher Knowledge/CapabilityNetworking, Reading, PDDevelop teaching strategies Asking How do I best teach this?
I
WE
IT
Developing ‘It’ Cont.
Being Disciplined(1 of Howard Gardner’s 5 Minds) Sticking to your Core Business - Lead LearningBeing presentBeing creativeTaking risksBeing Innovative
The Teacher Effectiveness Continuum
Growing Teacher Effectiveness - Creating Clarity
Power of Progressions
ET Continuum is a tool to support reflectionAssists in setting rigorous goalsProvides a scaffold to give constructive feedbackHelps Answer
How am I going?Where am I going?Where to next?
Differentiating Professional Learning
Mentor - Beginning Teacher ProgrammeMentor - New Experienced TeachersCoaching - Experienced RBS Teachers
Our Performance Management Cycle is focused on developing teacher effectivenessTeachers set personalised Goals based on the ET Continuum
Professional Learning Programme
• BT - Meet with Mentor weekly• ET Mentoring Group
A Day workshop each termObserved 6 times throughout the yearVideo observations
• ET Coaching GroupObserve their peer 6 times in the yearTime allocated for their own professional learning
QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
Systems and Structures to support effective teaching
PD Overview
Strategic Plan Pg 5/6
Performance Management
Central Beliefs – We are all learners, Performance
management is maximising both informal and formal opportunities to improve
teacher effectiveness and ultimately raise student outcomes. An Effective
Performance appraisal process is owned by the individual,
evidence is collected to show growth overtime.
Feedback
Feedback loopsTime for dialogue - ‘Open to learning conversations’
Feedback - Use of survey monkey
•Community Survey pg 3
•Student Survey pg 4
Just in Time Professional Learning
Knowledge Net Resources24/7 access
Change Stories
• Why Change stories?• What do they look like?• The power of sharing change
stories?• How do we capture them?
Sue Smith Change, Change, Change
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
What changes practice - Some Stuff we have tried!
Student Led Conferences
Student Led Conferences
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
SLCs in Action
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
Teacher Views
Using Progressions with Students
Helping Learners AnswerHow am I going?Where am I going?Where to next?
Using Progressions with Students
Supports the shift in locus of controlTeacher to StudentsSupports teacher Content KnowledgeMotivates learnersProviding the Stretch for Learners
Taking time to have learning conversations
S-t-r-e-t-c-h Getting to that I’m stuck place
Common Language/Visuals
PamphletsClassroom posters
